Evidence-Based Practice in Infant and Early Childhood Psychology
Evidence-Based Practice in Infant and Early Childhood Psychology is the first handbook of its kind to consider the complete psychological needs of infants and young children, from birth to early childhood. With a focus on evidence-based practice, the book provides a balanced perspective of diverse and ethical practice with research and educational recommendations interwoven throughout.
Comprehensive in scope, Evidence-Based Practice in Infant and Early Childhood Psychology is divided into four sections:
Foundations provides the framework for considering psychological and educational service provisions for young children and their families
Assessment and Intervention includes chapters on assessing infants, toddlers, preschoolers, parents and families, and bilingual and multicultural children
Evidence-Based Practice addresses evidence-based treatmentsfor particular issues such as autism, ADHD, health impairments, and more
Contemporary Issues examines current perspectives on issues such as childcare, neuropsychology, Response to Intervention (RTI) and violence prevention
PART I FOUNDATIONS OF PRACTICE.
1 Infant and Early Childhood Psychology (Nancy J. Evangelista).
2 Professionals Working in Infant and Early Childhood Psychology (Susan Vig).
3 Multicultural Evidence-Based Early Childhood Practice (Madeline Fernandez).
PART II EVIDENCE-BASED INFANT AND EARLY CHILDHOOD PRACTICE: ASSESSMENT AND INTERVENTION.
4 Assessment of Infants and Toddlers (Michele Zaccario, K. Mark Sossin, and Jacqueline DeGroat).
5 Assessment of Preschool Children (Vincent C. Alfonso and Dawn Flanagan).
6 Neurodevelopmental Assessment (Deborah J. Walder, Janet Cohen Sherman, and Margaret B. Pulsifer).
7 Parent Assessment and Intervention (Barbara A. Mowder and Renee Shamah).
8 Family Assessment and Intervention (Barbara A. Mowder and Renee Shamah).
9 Consultation (Florence Rubinson).
10 Play Therapy (Athena A. Drewes).
PART III EVIDENCE-BASED PRACTICE WITH YOUNG CHILDREN WITH SPECIAL NEEDS.
11 Self Regulation (Virginia Smith Harvey and Gayle L. Macklem).
12 Attention Deficit Hyperactivity Disorder (Mark D. Terjesen and Robyn Kurasaki).
13 Social-Emotional Issues (Susan Chinitz and Rahil Briggs).
14 Aggression (Greta L. Doctoroff and Rachelle Theise).
15 Anxiety-and Depression in Early Childhood (Mark D. Terjesen and Robyn Kurasaki).
16 Pervasive Developmental Disorders (Gerard Costa and Molly Romer Witten).
17 Autistic Spectrum Disorders (Dianne Zager, Carol Sober Alpern, and Amanda Boutot).
18 Health-Impaired (Molly L. Nozyce and Roy Grant).
PART IV INFANT AND EARLY CHILDHOOD CONTEMPORARY ISSUES.
19 Psychopharmacology (Laura M. Anderson and LeAdelle Phelps).
20 Trauma (Anastasia E. Yasik).
21 Violence Prevention (Michelle Guttman).
22 Child Care and Early Education (Mary DeBey).
23 Response-to-Intervention (Paul McCabe).
24 R.I.C.H. Applications (Thomas J. Kehle, Melissa A. Bray, and Sarah E. Grigerick).
25 Current Status and Future Directions (Barbara A. Mowder, Florence Rubinson, and Anastasia E. Yasik).
Florence Rubinson, PhD, is Associate Professor and Program Head of the School Psychologist Graduate Program at Brooklyn College in New York City.
Anastasia E. Yasik, PhD, is Associate Professor of Psychology at Pace University in New York City.
–Vincent C. Alfonso, Ph.D., Professor and Associate Dean for Academic Affairs Graduate School of Education Fordham University
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